Publication Date

1987

Document Type

Dissertation/Thesis

First Advisor

Stephens, M. Irene (Mary Irene)

Degree Name

M.A. (Master of Arts)

Department

Department of Communicative Disorders

LCSH

Language disorders in children||Storytelling ability in children||Elementary education

Abstract

In pursuit of an efficient language screening device for upper elementary school grades, a story retelling task was employed using language impaired students as subjects. Forty 5th and 6th graders, who were receiving speech-language services, heard an audiotaped story and immediately afterwards were asked to retell the story to the best of their ability. Within 7 to 14 days, the process was repeated using a different type of story with the order of presentation counterbalanced. The audiotaped retellings were orthographically transcribed and scored for amount of information, garbling ratio and number of inferences drawn. The children's performances were analyzed and comparisons made among the factors of story type, gender and grade level on each of the three measures. Results showed that the fantasy story was more difficult than the real-life story when using the measures of amount of information recalled and number of Inferences drawn. An interaction of gender by story occurred in the garbling ratio measure with the boys performing less well on the fantasy story. A moderate correlation was found between the ability to draw inferences and the amount of information recalled. Clinicians' severity ratings did not correlate with any of the measures. Recommendations for further research are offered.

Comments

Bibliography: pages [41]-43.

Extent

43 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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